Unit 2
Atoms, Elements, and Compounds
Suggested Time: 26 Hours
ATOMS, ELEMENTS, AND COMPOUNDS
Unit Overview
Introduction
Atomic theory and its associated findings form the basis for modern
chemistry. Building on past explorations using various substances
and the particle model of matter, students should become familiar
with the basic constituents of atoms and molecules, with chemical
symbols themselves, and with common elements and compounds.
A strong connection should develop between students’ basic ideas
about chemistry and related examples in their own lives.
Focus and Context
This unit is primarily focused on inquiry. Students should be exposed
to activities that illustrate how knowledge and theories related
to atoms and elements have been developed. This unit provides
excellent opportunities to distinguish between laws and theories in
science and to address a variety of Nature of Science topics.
Science Curriculum
Links
In entry to grade 3, students begin a cursory look at properties of
objects and materials (physical properties). Also, a preliminary look
at static electricity and magnetism occurs. By the end of grade 6,
students will have encountered and studied properties and changes in
materials (properties of physical changes and chemical changes).
Students in high school will be involved with a unit of work entitled
“Chemical Reactions” in which they will build on the content of this
unit to learn to name and write formulas for a variety of ionic and
molecular compounds, using the periodic table and a list of ions. In
addition, students will classify substances such as acids, bases, or
salts based on their characteristics, name, and formula. Students will
learn to represent chemical reactions and the conservation of mass
using molecular models and balanced symbolic equations. Students
will investigate how neutralization involves tempering the effects of
an acid with a base or vice versa. Finally, students will illustrate how
factors such as heat, concentration, light, and surface area can affect
chemical reactions.
In high school, students will have the opportunity to further their
studies in chemistry in which topics such as organic chemistry, acids
and bases, bonding, electrochemistry, solutions and stoichiometry
and thermochemistry are addressed.
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ATOMS, ELEMENTS, AND COMPOUNDS
Curriculum Outcomes
Skills
STSE
Knowledge
Students will be expected to
Students will be expected to
Students will be expected to
Nature of Science and Technology
Initiating and Planning
109-2 describe and explain the
role of collecting evidence, finding
relationships, proposing explanations,
and imagination in the development of
scientific knowledge
208-5 state a prediction and a hypothesis
based on background information or an
observed pattern of events
307-12 investigate materials and
describe them in terms of their physical
properties
109-13 explain the importance of
choosing words that are scientifically or
technologically appropriate
109-14 explain the importance of
using precise language in science and
technology
110-1 provide examples of ideas and
theories used in the past to explain
natural phenomena
110-3 identify major shifts in scientific
world views
Relationships Between Science
and Technology
111-1 provide examples of scientific
knowledge that have resulted in the
development of technologies
Performing and Recording
209-4 organize data using a format that
is appropriate to the task or experiment
209-6 use tools and apparatus safely
209-7 demonstrate a knowledge of
WHMIS standards by using proper
techniques for handling and disposing of
lab materials
307-15 identify examples of
common elements, and compare their
characteristics and atomic structure
307-16 identify and write chemical
symbol or molecular formula of
common elements or compounds
210-1 use or construct a classification
key
210-2 compile and display data, by hand
or computer, in a variety of formats,
including diagrams, flow charts, tables,
bar graphs, line graphs, and scatter plots
Social and Environmental
Contexts of Science and
Technology
210-6 interpret patterns and trends in
data, and infer and explain relationships
among the variables
112-3 explain how society’s needs can
lead to developments in science and
technology
210-11 state a conclusion, based on
experimental data, and explain how
evidence gathered supports or refutes an
initial idea
113-4 analyze the design of a technology
and the way it functions on the basis of
its impact on their daily lives
307-14 use models in describing the
structure and components of atoms and
molecules
Analyzing and Interpreting
111-4 provide examples of technologies
that have enhanced, promoted, or made
possible scientific research
112-8 provide examples to illustrate that
scientific and technological activities
take place in a variety of individual or
group settings
307-13 describe changes in the
properties of materials that result from
some common chemical reactions
210-16 identify new questions and
problems that arise from what was
learned
113-9 make informed decisions about
applications of science and technology,
taking into account environmental and
social advantages and disadvantages
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ATOMS, ELEMENTS, AND COMPOUNDS
Laboratory Safety
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• demonstrate a knowledge
of WHMIS standards by
using proper techniques for
handling and disposing of lab
materials (209-7)
It is important that the teacher and students discuss lab safety rules
based on provincial safety guidelines. Rules should be posted.
Students could complete cross-curricular activities with art or
language arts to communicate the rules. Students could create posters
to illustrate these rules and remind students of their importance.
Students should be introduced to the existence and use of Material
Safety Data Sheets (MSDS). It is not expected that students be able
to understand all of the information presented in chemical data
sheets. Students should be able to use an MSDS to identify the safety
precautions, spill procedures, and first aid requirements. Examples of
these data sheets could be posted in the classroom or laboratory for
students to read and examine.
Teachers should provide students with access to the Material Safety
Data Sheets (MSDS) for the chemicals they will be using in various
activities. As part of their pre-lab activities, teachers should ensure
students are aware of the safety precautions, first aid, and spill
operations for any chemical they will be using in the activity.
Teachers could use a Numbered Heads or Quiz-Quiz trade activity
(Appendix B) to help students learn and review WHMIS symbols.
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ATOMS, ELEMENTS, AND COMPOUNDS
Laboratory Safety
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Presentation
• Design a bulletin board display of safety rules. (209-7)
• Make a poster showing the WHMIS symbols including any
household products that display these symbols. (209-7)
ST pp. 8-14
ST p. 480 (Science Skills)
BLM 1-3, 1-4, 1-5, 1-6, 1-7,
1-8, 1-9
TR AC 11, 25
Performance
• Prepare a skit/video showing proper lab behaviours. (209-7)
Presentation
• Design a bulletin board display showing all the main headings of
a MSDS and the information it contains. (209-7)
• Given the main headings of a MSDS, students research a specific
chemical of interest and present their findings in a MSDS format.
(209-7)
Journal
• Choose one safety rule and discuss the implications of not
following this rule. (209-7)
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ATOMS, ELEMENTS, AND COMPOUNDS
Investigating Matter
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• compare earlier conceptions
of the structure of matter with
current conceptions (110-1)
-define matter
Students may believe that everything on Earth is matter. Teachers
should probe students for examples that are not matter, such as all
types of energy, including light, heat, and sound.
In Grades 7 and 8, students have studied and applied the Particle
Theory of Matter. Teachers should indicate that this unit of study will
help students further develop and apply this theory to the materials in
the world around them.
This unit could begin with a What I Know – Want to Know - Learned
(K-W-L) activity (See Appendix B) centered on the topic of matter.
Questions such as, “What is matter?”, “What do you think matter is
made up of?” and “How small can matter be divided?” could allow
for an assessment of students’ prior understanding and knowledge of
this topic.
Students could develop their own classification of matter. For
example, grouping items according to solids, liquids, or gases.
Through this activity, teachers may gain insight into students’
prior knowledge of matter and any misconceptions they may
have. Teachers could ask their students to explain their reasons for
classifying certain items/objects together. Students should be aware
that many common household substances such as milk, ketchup,
soap, mayonnaise, etc, are actually combinations/mixtures of two
or more states of matter and form a variety of substances known as
colloids, suspensions and dispersions (e.g., ketchup is a suspension
of tiny solid particles in a liquid, milk is a colloid). Students were
exposed to mixtures of two or more states in the Grade 7 unit
Mixtures and Solutions. While students may ask about substances
that do not fit strictly into the categories of solid, liquid or gas, such
as those listed above, classification of matter at this level should be
limited to definite solids, liquids and gases.
Students could create a mind map (Appendix B) as they progress
through this unit. One possible arrangement would be to have
“matter” at the center. Four main branches labeled “properties”,
“atomic theory”, “elements”, and “compounds” could form the basis
of creating a graphical representation of the main information in this
unit.
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ATOMS, ELEMENTS, AND COMPOUNDS
Investigating Matter
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Journal
• Based on the definition of matter, list materials that are not
matter. (110-1)
ST p. 16
TR AC 24
• Describe a day without matter. (110-1)
Presentation
• Prepare a song, poem, or rant to describe matter. (110-1)
• Create a poster or collage of substances which are mixtures of
two more states of matter. (110-1)
Performance
• Arrange student groups to show a solid, a liquid, and a gas. (1101)
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ATOMS, ELEMENTS, AND COMPOUNDS
Properties of Matter
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• investigate materials and
describe them in terms of
their physical properties and
chemical properties (307-12)
-distinguish between
physical and chemical
properties
-list examples of physical
and chemical properties.
Include:
Physical
(i) colour
(ii) malleability
(iii) electrical conductivity
(iv) magnetism
(v) luster
(vi) density
(vii)melting/boiling points
(viii)texture
Chemical
(i) combustibility
(ii) reactivity
60
Students could take part in a brainstorming or KWL session (see
Appendix B) to activate student’s prior knowledge about chemical
and physical properties. Teachers should remind students that
they investigated the physical properties of various minerals in
the Grade 7 unit entitled, The Earth’s Crust. These included color,
texture, streak, lustre, and hardness. Teachers could demonstrate the
chemical properties of selected minerals by adding vinegar or dilute
hydrochloric acid to limestone and quartz.
Students could be asked to compare the physical and chemical
properties of a group of similar objects such as different types of
gloves (e.g., oven mitts, latex gloves, ski-doo gloves). Students
should recognize that the material which is used to construct the
glove is chosen based on its physical and chemical properties so that
they match the intended use of the glove. For example, the physical
property of a ski-doo glove may include: bright, shiny colors to
reflect light (to become more visible), exterior material must be water
repellent, and a good insulating interior material. Chemical properties
may include the use of a fire retardant material. In this particular
example, manufacturers may not consider the chemical properties of
the ski-doo glove to be the most important.
As a point of interest, teachers could inform students that toxicity
is a chemical property. Different substances have different levels of
toxicity ranging from none to very poisonous. Students could perform
Activity 1-2A on page 17. Teachers should note that specific chemical
changes are dealt with later in this unit.
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Properties of Matter
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Presentation
• Choose an element or compound and create a visual display or
webpage to show the various physical and chemical properties.
(307-12)
ST pp. 17-19, 21-22
BLM 1-10, 1-11
TR AC 24
Paper and Pencil
• Write a story in which the characters are described with physical
properties. (307-12)
• Research the physical and chemical properties of a particular
substance. (307-12)
Presentation
• Design and contribute to a bulletin board display of physical
properties of a variety of materials. (307-12)
• Make a poster showing the relationship between a material
(physical properties) and its uses. (307-12)
• Create a fictitious super hero character and include their physical
and chemical properties. (307-12)
Performance
• Prepare a skit to show both physical and chemical properties.
(307-12)
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ATOMS, ELEMENTS, AND COMPOUNDS
Properties of Matter (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• investigate materials and
describe them in terms of
their physical properties and
chemical properties (307-12)
Core Laboratory Activity: Physical and Chemical Properties
• state a prediction and
a hypothesis based on
background information or
an observed pattern of events
(208-5)
Due to environmental and health concerns associated with lead,
teachers may substitute the use of lead with zinc. If lead is used, a
fume hood is required to remove toxic fumes produced from heating.
Teachers should ensure students thoroughly wash their hands after
handling the lead. Teachers should be aware that magnesium burns
with an intense light and should not be looked at directly when
burning as it can cause permanent eye damage. The burning of the
metals, specifically magnesium, should be done as a demonstration.
Vinegar could be used to replace the use of dilute hydrochloric acid.
• compile and display
data collected during an
investigation of the physical
and chemical properties of
materials (210-2).
• organize data using a format
that is appropriate to the task
or experiment (209-4)
The laboratory outcomes 208-5, 209-4, 210-2, 210-11, and, in part,
307-12 are addressed by completing CORE LAB 1-2C “Physical and
Chemical Properties.”
Additional testing and/or observations could be done on materials
like baking soda, salt, sugar, iron filings, and flour. Students should be
encouraged to devise an efficient way to compile and display the data
that they have collected from their investigations.
• state a conclusion based on
experimental data and explain
how evidence supports or
refutes an initial idea (210-11)
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ATOMS, ELEMENTS, AND COMPOUNDS
Properties of Matter (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Core Lab #3: Physics and
Chemical Properties
ST p. 20
ST p. 501 (Science Skills)
TR 1-12, 1-13
TR PS 8
TR AC 4
TR AR 3, 11
BLM 1-18
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ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• explain the importance of
using the terms law and
theory in science (109-14)
-distinguish between a theory
and a law
This is an opportune time to introduce and discuss theories and laws
in science. Students will have heard about the Particle Theory of
Matter (Grade 7), the Law of Reflection (Grade 8), etc., and may
either ask what the difference is between a law and a theory or will
use the terms interchangeably. Unfortunately, even among scientists,
there is little consensus between a theory and a law. For example,
some physicists speak of the “law of gravitation” while others speak
of the “theory of gravitation”. The latter group would say that gravity
is, as yet, poorly understood.
This very disagreement points to a useful means of distinguishing
between theories and laws. We may think of the terms “theory”
and “law” as expressing a degree of confidence in the available
experimental and observational evidence. Most laws are supported
by different and robust experimental evidence. In contrast, a theory is
less well supported – further experimental or observational evidence
may be required for its broad acceptance by the relevant scientific
community. (For example, a theory may suggest something that has
not been, or cannot yet be, produced in experiment.) Theories change
or are modified as new or conflicting evidence from experimental
data or observations are presented, whereas laws rarely change due to
their high degree of confidence.
Even more tentative than a theory is a conjecture. A conjecture may
have no experimental or observational support whatsoever. However,
in scientific inquiry it is an important convention that conjectures
must be testable – we call these “hypotheses”.
Teachers could use a mystery box or black box activity to
demonstrate the different level of confidence between laws and
theories. To give students a real taste of what it is to be a scientist, the
teacher could keep the actual contents of the box a secret even after
they have examined it and made their “theory” of its contents based
on their observations.
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ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Journal
ST pp. 24-25
• Explain the difference between a theory and a law to your
younger sibling. (109-14)
Presentation
• Create a display of theories and laws of Science. (109-14)
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ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• use models in describing the
structure and components of
atoms (307-14)
-define atom
-distinguish among protons,
neutrons, and electrons in
terms of their:
(i) charge
(ii) relative mass
(iii) location in the atom
• identify major changes in
atomic theory up to and
including the Bohr model
(110-3)
Teachers should clarify that the individual components of atoms
are too small to be viewed and that our understanding of atoms and
atomic structure is largely based on evidence gathered from many
physical and chemical experiments which explored their relationships
with matter and energy.
To illustrate the structure of the atom and relative size of the
components, teachers may choose to use an analogy. For example,
if an atom was the size of a football field, the nucleus would be
comparable to the size of a grain of sand at the center of the field.
Teachers should emphasize that scientists have evidence that these
components of the atom (protons, electrons, and neutrons) have been
subdivided. However, the model including these three components
is sufficient to explain the majority of observable phenomena at this
grade level. Teachers should encourage students to use the letters p,
n and e to represent the number of protons, neutrons, and electrons
respectively in any diagrams of the atom.
Students could be introduced to this topic by presenting them with a
4 x 4 grid and asking them, “How many squares do you see?” Ask
students to jot the number down.
The teacher can record the responses of students, realizing that these
will vary (generally from 16 to 30). The teacher must acknowledge
the fact that all of the responses given are correct as students were
asked how many squares they saw. Teachers could relate this
variation in the number of squares observed to the development of
the Atomic Theory. While the views of the model have changed over
time, the atom itself remains the same, just like the 4 x 4 grid did
not change; however, student responses varied depending on their
perspective.
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GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Paper and Pencil
• Create a comic strip illustrating the characteristics of protons,
neutrons, and electrons. To assess the accuracy of the information
ST p. 28
presented, teachers could use the table shown below. (307-14)
Particle
Relative
Mass
Charge
Location in
the atom
Proton
Electron
Neutron
ST pp. 28-29
BLM 1-12, 1-13
• Create a foldable that illustrates the differences among the
subatomic particles. (307-14)
• Create a brochure showing the charge, relative mass, and location
for protons, neutrons, and electrons. (307-14)
Performance
• Create in groups of three, a skit that highlights the characteristics
of protons, neutrons, and electrons. Each member of the group
will represent each subatomic particle. (307-14)
ST p. 25
• Use the “Just Like Me” strategy. Each student is given a card
with proton, neutron, or electron written on it. The teacher states
a characteristic of one of these particles such as “I am positively
charged”. The students who share the same characteristic (i.e. all
protons) would stand and say “Just like me”. (307-14)
• Students sit in a circle with one student in the centre. The student
in the centre would have a card on their back that states whether
they are a proton, neutron, or electron. The object of the activity
is for the student to determine the type of particle they are by
using questions that can be answered with a yes or no response.
Once the student has determined their identity, another student
enters the circle and the activity continues. (307-14)
Journal
• Imagine you are Aristotle or Empedocles. Explain how you
classified matter into the four elements? (110-3)
Presentation
• Prepare a poster that illustrates the concepts of matter proposed
by Empedocles and Aristotle. (110-3)
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ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• identify major changes in
atomic theory up to and
including the Bohr model
(110-3)
(continued)
-describe the contribution
of various individuals
(scientists) to the
development of current
atomic theory. Include:
(i) Early Greeks
(Empedocles,
Democritus, Aristotle)
(ii) Dalton
(iii) Thomson
(iv) Rutherford
(v) Bohr
Students could explore earlier concepts of the nature of matter such
as those of Aristotle and Empedocles who believed matter to be
composed of earth, air, fire, and water. Teachers should note that the
textbook incorrectly lists these as earth, air, wind, and fire (p. 25).
Teachers could have students compare this earlier concept of matter
with our present understanding of matter. This would illustrate
that understanding of scientific ideas and phenomena change over
time. This provides an opportunity for a discussion on the nature of
science.
This is meant to be a brief overview of how atomic models/theories
have evolved over time as new discoveries are made or observed. It
provides an opportunity for students to see how scientific theories
are constructed, modified, and at times discarded as new data and
evidence are collected.
Teachers should limit their description of atomic theories to the
general dates, diagrams, the major development that caused the
change in the previous theory, and the utility of each theory. When
addressing the theories of the ancient Greeks such as Empedocles and
Aristotle, this should be limited to a general description of their belief
that all matter was composed of four “elements” (earth; air; water;
and fire) and that this was not based on any scientific data. Teachers
could use the fact that these ideas remained in place for about 2000
years as an opportunity to discuss the nature of science. In this
case, they could point out that the general prevailing opinion of the
scientific community is very difficult to change even when empirical
evidences shows it is incorrect. Often it takes a great deal of time and
debate before new ideas and evidence are accepted.
Teachers could have students summarize the main points of each
theory in a table such as the following:
Scientist Name Key Points of
Theory
Early Greeks
Dalton
Thomson
Rutherford
Bohr
68
New
observations or Diagram or
evidence that
sketch of
changed the
Model
previous model
XXXXXXX
XXXXXXX
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Presentation
ST pp. 24-28, 30
• Create mobiles representing the various models of the atom.
(110-3, 307-14)
• Create posters of each of the atomic models so that they can be
arranged in the classroom to create an accurate timeline. (110-3,
111-4)
• Create a 3D model, using household materials, of one of the
following models of the atom: Dalton, Thomson, Rutherford, and
Bohr. (110-3)
Journal
• Choose a common household substance. How would Aristotle or
Empedocles classify it? (110-3)
Performance
• Choose one of the scientists who contributed to the development
of the current atomic theory. Create a skit to illustrate how the
theory evolved. (110-3, 111-4, 112-8)
Paper and Pencil
• Choose a common scientist and create a cartoom strip showing
their discovery and its role in the atomic theory. (110-3, 112-8)
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ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• identify major changes in
atomic theory up to and
including the Bohr model
(110-3)
(continued)
-describe the contribution
of various individuals
(scientists) to the
development of current
atomic theory. Include:
(i) Early Greeks
(Empedocles,
Democritus, Aristotle)
(ii) Dalton
(iii) Thomson
(iv) Rutherford
(v) Bohr
The processes involved in the development of the atomic model
are excellent examples of the nature of science. Models are types
of analogies that help students and scientists form conceptual
frameworks to organize complex phenomena into understandable
forms. Even though it is now possible to view individual atoms of
some elements, scientists still cannot see the structure of the atom
itself. As a result, they use models to explain observed behavior.
Teachers could use the following to summarize the main features of
each model:
•
Dalton: Theory is often called the billiard ball model because he
saw the atom as being the same throughout and being indivisible.
•
Thomson: Theory is referred to as the raisin bun model because
he saw the negative electrons as being scattered throughout the
positive area of the atom much the same as raisins are dispersed
throughout a bun.
•
Rutherford: Theory is often called the planetary model because
he saw the electrons circling the center of the atom in much the
same way planets circle the sun. Proposed that the atom is mainly
empty space with very small and heavy nucleus.
•
Bohr: Theory is often called the orbital model because he saw the
electrons as circling the nucleus at different energy levels away
from the nucleus. (Teacher note: students may think of “orbital”
as the same as “orbit”. To distinguish between these, teachers
could describe an orbit as a specific path whereas an orbital is
an area around the nucleus where the electrons can be found.
For example, a train follows a specific path while an automobile
can theoretically be found anywhere between the shoulders of a
road.)
Students may be interested to learn that Rutherford was a student of
Thomson and that Bohr worked with Rutherford and developed his
model at this time.
As enrichment, students could research on other individuals who
have made a contribution to our knowledge and understanding of
the atom. Example of these individuals may include: Robert Boyle,
Joseph Priestly, Marie Curie, and Max Planck.
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ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Journal
ST pp. 24-28, 30
• If you had a chance to ask one of these scientists a series of
questions, explain who would you choose and what would you
ask? (110-3, 111-4, 112-8)
Performance
• Choose one of the scientists and create a role-play for the press
release following the news of his discovery. Various roles to
consider would include: the scientist; media; fellow scientists;
and the general public. (110-3, 111-4, 112-8)
Presentation
• Create a trading card for one of the scientists responsible for the
atomic theory. Include important statistics such as a picture of
the person, dates, models, and significant discoveries. (110-3)
Paper and Pencil
• Create a timeline showing the names of various individuals
(scientists) and the atomic theories associated with them. (110-3,
112-8)
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71
ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• describe Rutherford’s
experiment to test Thomson’s
atomic model as an example
of how technologies have
enhanced, promoted, or made
possible scientific research in
chemistry (111-4)
-recognize that the atomic
theory continues to be
refined
• provide examples to
illustrate that scientific and
technological activities
related to atomic structure
take place in a variety of
individual and group settings
(112-8)
Teachers could address this outcome as they are addressing the
change in our understanding of atomic theory from Dalton to Bohr.
Students should understand that some technologies have helped
scientists explore and gain a better understanding of the atom and
its parts. For example, much of the equipment used in Rutherford’s
19th century gold foil experiment, such as vacuum tubes, was not
available to earlier scientists. Equipment, such as cyclotrons or
particle accelerators, that are used by scientists of today, are allowing
them to do different experiments and collect more data than scientists
of Rutherford or Bohr’s time period could have done.
Students should be aware that our current view of the atom continues
to evolve based on new observations and data. Today we have
evidence that suggests neutrons and protons are composed of even
smaller subunits. Interested students could be directed to research
“particle collider” or “particle accelerator” to learn more about how
scientists study these tiny particles. Another starting point would be
the Science Watch feature “inquiring about quarks” in the student
textbook.
It is important that students appreciate that some activities related to
chemistry take place in a variety of settings. Many of the scientists
who helped to develop the various atomic models, such as Crookes,
Thomson, and Rutherford, worked with others in university settings.
They used the discoveries of others scientists to help develop their
own theories. Teachers could engage students in a nature of science
discussion activity in which students attempt to clarify their own
thoughts and understandings of who scientists are and where they
work. Teachers could use a “draw a scientist” activity as a starting
point to this discussion. Students would draw a scientist as they
perceive them. This is a good time to discuss stereotypes and
misconceptions that students may have of a scientist.
Teachers could use examples such as cooking (individual) and the
development of better metallic alloys (groups of chemical engineers),
to help students develop a better appreciation of the variety of
activities in which chemistry is involved.
Students could investigate how scientists, working together, have
used knowledge of atomic structure to build new technologies such as
atomic micro-engines and investigate the atom even further.
72
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Atomic Theory (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Paper and Pencil
• You have a time machine which enables you to visit the “lab” of
each of the scientists involved in developing the atomic theory.
Create a travel log that highlights what you observed; include the
materials and the working environment of the scientist as well as
your impression of how well their findings were accepted by the
people of that time. (110-3, 111-4, 112-8)
Journal
ST pp. 26-27
• Pretend you are J.J. Thompson. Write a letter to Ernest
Rutherford that describes the key points of your model of the
atom. Then, write a response from the perspective of Rutherford
outlining the reason(s) for modifications to Thompson’s model.
(110-3, 111-4)
• If you had a chance to ask one of the scientists, who studied the
atom, a series of questions, explain who would you choose and
what would you ask? (110-3, 111-4, 112-8)
Performance
• Create 3D models of the different representations of the atom
proposed by Dalton, Thomson, Rutherford, and Bohr using
various craft supplies (e.g., Styrofoam balls, modeling clay, pipe
cleaners, or toothpicks). (110-3)
Presentation
• Using the medium of your choice (computer, paper, drama,
etc), create an advertisement that highlights the advantages of
Rutherford’s model versus Thomson’s model. (110-3, 111-4, 1128)
• Research a scientist involved with the development of the Atomic
Theory and create a poster, webpage, or brochure to display the
results. (112-8)
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
73
ATOMS, ELEMENTS, AND COMPOUNDS
Elements
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• explain the importance
of using words that are
scientifically appropriate
(109-13)
Students should be introduced to the diversity of elements that exist
by directing them to the periodic table in the student textbook.
-define element
• identify and write chemical
symbols for common
elements. Include: (307-16)
(i) Hydrogen
(ii) Sodium
(iii) Potassium
(iv) Magnesium
(v) Calcium
(vi) Iron
(vii) Nickel
(viii) Copper
(ix) Zinc
(x) Carbon
(xi) Nitrogen
(xii) Oxygen
(xiii) Neon
(xiv) Helium
(xv) Chlorine
(xvi) Silicon
(xvii) Silver
(xviii)Gold
(xix) Mercury
(xx) Lead
74
It is not the intent of this course that students be able to recall specific
characteristics of each of these elements. Students should be able to
associate chemical symbols with their respective chemical name for
these 20 elements.
Teachers could engage students in a quiz-quiz-trade activity (see
Appendix B).
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Elements
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Performance
• Create a song based on a popular/familiar tune (such as Christmas
Carols) using only or mainly the names of chemicals. (307-16,
109-13)
• Conduct a spelling bee based on the chemical names of the
elements. (307-16, 109-13)
• Using teacher prepared cards, play a “Go-fish” type memory
game (See Appendix B). (307-16)
ST p. 38
ST pp. 39-46
BLM 1-15, 1-16, 1-17
Additional BLM Activity 1
• Create an element crossword puzzle where students have to
match the chemical symbol with the element name. (307-16)
Paper and Pencil
• Write an article on a particular element for the school paper.
Include its date of discovery, symbol, and usage. (307-15)
Presentation
• Research an element and create a poster showing the uses of your
element. (307-15)
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
75
ATOMS, ELEMENTS, AND COMPOUNDS
Elements (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• identify and write chemical
symbols for common
elements (307-16)
76
(continued)
Teachers should emphasize the importance of all nations using the
same set of symbols to represent elements. This creates a much
easier means of communication, and it provides a common scientific
language.
-recognize that elements
are represented by an
internationally agreed upon
system of symbols
To help students develop the association between the element name
and its symbol, teachers could subdivide the list of 20 elements into
three parts: (i) elements whose symbol is the first letter of its name,
(ii) elements whose symbol is made of two letters from its English
name, and (iii) elements whose symbol is based on its non-English
name. Teachers may want to elaborate on why some elements have
very different symbols from what their “English” name suggests.
For example, Iron has the symbol Fe, which is derived from its Latin
name: Ferrum. Teachers could inform students that while chemical
symbols of elements are generally either Greek or Latin in origin,
some names are derived from other languages or sources. Interested
students could be directed to conduct an internet search.
-identify each element
symbol as either an uppercase symbol or an uppercase letter followed by a
lower case letter.
Students should understand the importance of internationally
recognized symbols (IUPAC). For example, Co represents the
element cobalt, yet CO represents the chemical formula for the
compound carbon monoxide.
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Elements (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Performance
• Play chemical bingo using cards containing the element symbols
or names. (307-16)
• Create an element crossword puzzle where students have to
match the chemical symbol with the element name (307-16).
Journal
ST pp. 38-40
BLM 1-16, 1-17
• Explain why the chemical symbols are more useful than the
names for students who travel from one place to another in the
world (307-16).
Paper/Pencil
• Using the Periodic Table, choose a letter from the alphabet and
list all the elements that begin with that letter (307-16).
ST pp. 39-40
BLM 1-16, 1-17
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
77
ATOMS, ELEMENTS, AND COMPOUNDS
Elements and the Periodic Table
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• describe and explain the
role of collecting evidence,
finding relationships, and
proposing explanations in the
development of the periodic
table (109-2)
Note: There is a typographical error in the text on page 50 and BLM
1-19. C, N, O, F and He are not metals. C is a metalloid, and N, O, F
and He are non-metals.
-identify the Periodic Table
as a listing of all known
elements
Teachers should point out that Mendeleev was not the only scientist
who worked on the organization of the elements in table form.
-describe Mendeleev’s
contribution to the
development of the modern
periodic table
Students should understand that Mendeleev’s two main contributions
to the development of the periodic table was to first organize
the known elements according to their properties and chemical
characteristics. The second, and most important contribution, was to
recognize that spaces needed to be held for elements that had yet to
be discovered. Mendeleev intentionally left many gaps in his Table
and suggested that elements would be discovered to fill these gaps.
In fact, the gaps he left helped spur the discovery of certain elements.
His discovery did not bring him fame and fortune. The importance of
his work was not realized until after his death.
If students are creating a mind map (see Appendix B), they could add
a branch for “periodic table” and add the new information.
78
-distinguish between atomic
number and atomic mass
Students should be able to use a Periodic Table to determine the
atomic number and atomic mass of a given element and vice versa.
-using atomic mass and
atomic number for an
element, determine
its number of protons,
electrons, and neutrons
Students should be able to use the Periodic table to derive
information about the number of protons, neutrons, and electrons in
the atoms of common elements.
Teachers could inform students that the atomic mass given on any
Periodic Table is really an average of the masses of the different
forms that an atom can take. Teachers should note that, while the
textbook references isotopes, the concept of isotopes should not be
taught in this unit.
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Elements and the Periodic Table
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Journal
• Suggest a reason why the noble gases were not included in
Mendeleev’s periodic table (109-2).
• Explain why the atomic masses of most elements are not whole
numbers. (210-16)
Paper/Pencil
• Research the most recent additions to the Periodic Table,
elements 110 through 116 (109-2).
ST pp. 48-51
BLM 1-19
TR AC 8
• Research Dmitri Mendeleev’s contribution to the development of ST pp. 48-51
the Periodic Table (109-2).
•
Construct a timeline of the discovery of the elements tthat were
discovered after Mendeleev and how they fit into the proposed
periodic table. (109-2)
• How is the atomic number of an element related to the mass
number of the same element? (109-13,307-14)
• Oxygen has the atomic number 8. How many protons and
electrons would an atom of this element have? (109-13,307-14)
• Create a series of index cards displaying the number of protons,
electrons and neutrons for several elements. (109-2, 307-14)
Presentation
• Create a display showing the different versions of Mendeleev’s
organization of the elements as it progressed to the modern
version we have today (109-2).
•
Students could research an element to research (atomic number,
abundance, extractions, origin of name/symbol, date of
discovery, common uses/applications, state at room temperature,
etc.). Students could then present their findings to the class in
the form of an oral presentation, a poster display, a multi-media
presentation or students could put the information on an index
card and the class could create their own Periodic Table for
display. (109-2)
ST p. 49
BLM 1-19
ST pp. 49-50
BLM 1-19
Performance
• Play a game of “who am I” using the characteristics of a number
of elements. Each student will display one of either atomic
number, atomic mass, number of protons, number of electrons,
number of neutrons, element name or element symbol. (109-2).
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
79
ATOMS, ELEMENTS, AND COMPOUNDS
Organization of the Periodic Table
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• using the Periodic Table,
develop an understanding
that the elements are grouped
on the basis of similar
characteristics. Include:
(210-1, 307-15)
(i) metals
(ii) non-metals
(iii) metalloids
(iv) transition metals
Teachers should highlight the periodic nature of elements and
organization of elements due to their similarities. It is not intended
that students memorize components of the Periodic Table.
Students could be provided with a list of various objects to place the
into different groups and provide a rationale for their classification
system. From this activity, teachers could emphasize that just like
students placed the objects into groups on the basis of similar
properties, so are the elements grouped in the periodic table.
Coverage of the properties and characteristics of the elements in the
various groupings should be limited in depth to that which is outlined
in the outcomes that follow.
-list properties of metals.
Include:
(i) shiny
(ii) ductile and malleable
(iii) conduct electricity
(iv) conduct heat
Students should describe metals as ductile and malleable using the
following definition: Ductility (ductile) refers to the ability of a
substance to be pulled or stretched; Malleability (malleable) refers to
the ability of a substance to be bent or molded into various shapes.
-list properties of non-metal
elements. Include:
(i) dull
(ii) non-ductile and nonmalleable
(iii) do not conduct
electricity
(iv) do not conduct heat
well
Teachers could provide samples of various metals and non-metals and
lead a class discussion of the properties of each.
As a group activity teachers could divide their class into two groups
and perform an inside-outside circle (see Appendix B). Give students
the name of a specific element and ask them to discuss if the element
is a metal or non-metal and explain why using the properties of each.
- list properties of metalloids.
Include:
(i) shiny or dull
(ii) non-ductile and nonmalleable
(iii) may conduct electricity
(iv) do not conduct heat
well
- list properties of transition
metals. Include:
(i) shiny
(ii) ductile and malleable
(iii) conduct electricity
(iv) conduct heat
80
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Organization of the Periodic Table
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Paper/Pencil
• Using a blank periodic table, identify each of the groups listed
using different colors (210-1, 307-15).
Presentation
• Create a mobile of one of the groups. Include the group name,
characteristics of the group, as well as examples of elements in
the group (210-1, 307-15).
Performance
• Create an Element Expo. Divide the class into groups and assign
a family of elements to each group. The groups research their
family/group and prepare a poster, brochure, and any other
materials that may be used to highlight their particular group or
family (210-1, 307-15).
• Divide the class in half. Have one group read the text on metals
and the other group read the text on nonmetals. The teacher will
write the headings, metals and nonmetals, on the board. Ask
students to identify the “Most Important Point” from the material
they have read. This should generate a list of properties of metals
and nonmetals. (210-1, 307-15)
ST p. 51
ST p. 51
ST p. 53
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
81
ATOMS, ELEMENTS, AND COMPOUNDS
Organization of the Periodic Table (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• using the Periodic Table,
develop an understanding
that the elements are grouped
on the basis of similar
characteristics. Include:
(210-1, 307-15)
(continued)
-define period
-define family
Students should be are able to identify a period as a horizontal row
and a family as a vertical column. Students should also know that a
chemical family can also be referred to as a group.
Using a periodic table, students should be able to identify an element
given its period and or family/group. For example, teachers could
ask students to identify which element is found in period 4 and is
a member of the halogen family (e.g. bromine). Teachers could
indicate the group number associated with various families. For
example, the halogens are group number 17. (Note, the traditional
“Group A” and “Group B” numbering system has been omitted for
this more simplified system of numbering the families from 1 to 18.)
-provide examples of
common properties which
a family of elements share.
Include:
(i) alkali metals
(ii) alkaline earths
(iii) halogens
(iv) noble gases
• use the periodic table to
identify new questions and
problems that arise from what
was learned (210-1, 210-16)
Teachers should limit the discussion of the properties common to the
selected families to the information that is in the student textbook.
Teachers should clarify that hydrogen occupies a unique position
in the periodic table because it sometimes reacts as a metal and
sometimes reacts as a non-metal. As a result, on some periodic tables,
it is included with the alkali metals and with the halogens. In other
periodic tables, such as the one in their textbook, it is depicted as
separate from the rest of the elements. When students draw energy
level diagrams of the various elements, teachers could emphasize the
similarly of hydrogen’s valence level to the alkali metals (i.e., having
one electron) and to the halogens (i.e., needing one electron to fill
the level). Teachers should limit the discussion of hydrogen’s unique
position in the periodic table to this.
Students could make predictions about an element of a particular
family of elements based on the characteristics of that family and
verify their predictions through research. Students could be asked
to make inferences about the relationships between and among the
various families of elements.
Teachers could highlight the uses of elements based upon their
distinct properties. For example, incandescent light bulbs are filled
with argon, a noble gas, so that the tungsten does not burn out too
quickly.
82
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Organization of the Periodic Table (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Performance
• Play chemical bingo using cards containing the element symbols
or names and the Periodic Table, calling out the period and family
to identify the elements. (307-16)
Paper and Pencil
• Create a family crest for a chemical family displaying the family
name, common properties, and family members. (210-1, 307-15)
• Research interesting facts about a particular chemical family
including physical properties, chemical properties, date of
discovery, uses and abundance. Present findings in a brochure,
poster, or webpage. (210-1, 307-15)
• Compare a helium atom with a sodium atom focusing on their
numbers of protons, neutrons, and electrons. (307-15)
• Predict the physical properties of an unfamiliar or uncommon
element. (307-12)
• Using a blank Periodic Table to organize the elements based on
their properties. Students could develop a time line showing the
discovery of the elements. (307-12, 111-4)
ST pp. 52, 54-55
Presentation
• Research the element hydrogen focusing on its variety of uses
and the various types of compounds it can form, display findings
in a poster, brochure, bulletin board display or webpage. (210-2)
• Research the physical and/or chemical properties of one or
several common elements using a variety of resources. The
results of this research could be shared with the other students.
Posters, oral presentations, and multi-media presentations could
be used to communicate their findings. (307-12)
Journal
• What would you predict about the chemical properties of
potassium given the fact that sodium is a very explosive/reactive
element? (307-12)
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ST pp. 52-57
BLM 1-20, 1-21
Additional BLM Activity 2
ST pp. 54-58
83
ATOMS, ELEMENTS, AND COMPOUNDS
The Periodic Table and Atomic Theory
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• identify examples of common
elements, and compare their
characteristics and atomic
structure (307-15)
- define energy level
- define valence energy level
- define valence electron
Students should only be responsibile for the atomic structure of the
Bohr-Rutherford models of elements 1 to 18. While the terms “energy
level” and “electron shells” are used interchangeably in the student
textbook, the term “energy level” is preferred. Students should define
energy levels as the space around the nucleus in which electrons may
be found. Teachers could clarify that the energy levels are the only
spaces in which electrons can be found and that electrons circle the
nucleus in irregular paths within their energy level. Electrons that are
further from the nucleus have higher energies associated with them
than those closer to the nucleus.
Teachers should encourage students to use the term “valence” when
referring to electrons or energy levels that are the furthest from the
nucleus.
-draw Bohr-Rutherford
diagrams for elements 1 to
18.
In an earlier section of this unit, students were introduced to the
atomic models proposed by both Rutherford and Bohr. Students
should understand that we generally combine these two models into
one – the Bohr-Rutherford model. This model is the sum total of
the work of both scientists and explains the majority of chemical
phenomena encountered at the junior and senior high school levels.
Students should explore and be able to represent the different
arrangements of electrons in the energy levels of the atom for the first
eighteen elements.
Students should understand that energy level diagrams represent
the relative energies of an atom’s electrons. These diagrams do not
indicate the positions of the electrons in the atom. Electrons do not
follow circular paths about the atomic nucleus. Therefore, in drawing
the Bohr-Rutherford diagrams, students should refrain from drawing
circles around the nucleus but rather indicate the energy shells as
horizontal lines.
Teachers should also clarify that energy level diagrams are only one
way to represent atomic structure and electron arrangement. If they
go on to study more chemistry they will encounter other models.
The use of videos and other visuals about atomic structure and theory
appropriate to this grade level are highly recommended as the ideas
and structures being investigated are fairly abstract.
84
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
The Periodic Table and Atomic Theory
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Presentation
• Create an energy level diagram for one of the first eighteen
elements using various craft/art supplies. Display according to
their location in the periodic table and discuss periodic trends.
(307-15)
ST pp. 60-62
Paper and Pencil
• Create an analogy to explain the position of the nucleus and the
electrons. (307-15)
ST pp. 60-62
BLM 1-22, 1-23, 1-24, 1-25
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
85
ATOMS, ELEMENTS, AND COMPOUNDS
The Periodic Table and Atomic Theory (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• identify examples of common
elements, and compare their
characteristics and atomic
structure (307-15)
(continued)
-draw Bohr-Rutherford
diagrams for elements 1 to
18.
Students could perform Lab Activity 2-3B: Flaming Metal Ions which
relates the flame color to electron arrangement. Students may be
curious as to why the colors form. While this is not an outcome for
this course, teachers could explain that heating the substance causes
the electrons to jump to higher levels. This results in an unstable
electron structure. When the electrons fall back to their normal energy
level they give off energy which we see as visible light. Since each
atom has a specific electron configuration the “jumps and falls” will
be unique to that atom/element. As a result, each atom has its own
unique color “finger print”.
-identify the maximum
number of electrons which
exist in the first three energy
levels
Students should know the maximum number of electrons that each
energy level can hold. Students should remember that the maximum
number of electrons at each level must be occupied before the
electrons fill the next level. Teachers could explain the correlation
between this maximum number with the number of elements in each
row of the Period Table: 2,8,8,18, etc.
To help explain the process by which energy levels are populated
by electrons, teachers could use the analogy of filling seats in an
auditorium. In the auditorium, the first row has 2 chairs, the second
has 8, the third has 8, and the fourth has 18 chairs. Students file into
the auditorium in single file and must fill the chairs from the first
row to the last row; they can not move to another row unless all the
seats in the previous rows are filled. If 8 students were to enter the
auditorium, 2 would sit in the first row and 6 would sit in the second
row (leaving two chairs vacant in the second row). If another group
of students enter the auditorium, they would first fill the 2 remaining
seats in the second row and then move on to the third row and so on.
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GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
The Periodic Table and Atomic Theory (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Paper and Pencil
• Create a foldable using a 8 x 3 grid on legal sized paper to display
the Bohr-Rutherford diagrams for the first 18 elements. (307-15)
• Create a comic strip which depcits how the energy levels are
filled in a Bohr-Rutherford model. (307-15)
Performance
ST pp. 60-62
• Create a rap, song, or poem to explain how energy levels are
filled in a Bohr-Rutherford model. (307-15)
ST pp. 61-62
BLM 1-26
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
87
ATOMS, ELEMENTS, AND COMPOUNDS
The Periodic Table and Atomic Theory (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• interpret patterns and trends,
and explain relationships
among variables (210-6)
-make comparisons of
energy level diagrams for
elements from the same
family (group)
Students should be aware that energy level diagrams can be used
to illustrate similarities between elements of the same family. For
example, elements in the same family have the same number of
electrons in their valence energy level.
Teachers could highlight that atoms require a full valence orbital or
an empty valence orbital in order to gain chemical stability. It is not
intended that teachers discuss the octet rule at this level. Teachers
could point out to students that the halogens are the most reactive
nonmetals and the alkali metals are the most reactive metals due to
their similar electron structure or number of valence electrons (i.e.
halogens can gain one electron and become chemically stable with
a full valence energy level; alkali metals can get rid of the single
electron and the energy level that remains would be stable). This
topic will be discussed further in high school Science.
Teachers could clarify that the elements’ electronic structure (i.e.,
their valence energy level structure) dictates how one element will
react with another, if at all.
Teachers could use pictures, pictorial Periodic Tables, and videos
of common elements to illustrate that elements exhibit physical
and chemical properties that are similar to other elements in the
same family. For example, all the noble gases are gases at room
temperature and all have extremely low boiling points and all are
nonreactive. The reason for similar properties is believed to be related
to the similar electron structures of elements within the same family
(i.e. Alkali metals have 1 valence electron).
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GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
The Periodic Table and Atomic Theory (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Paper and Pencil
ST pp. 62-63
• Create a foldable to compare elements from the same family
using Bohr-Rutherford diagrams. Include the location of protons,
neutrons, electrons, and the maximum number of electrons found
at each level. Using the template on page 37 in the text except
replace Family Name for element and the names of the elements
on the flaps (307 15).
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
89
ATOMS, ELEMENTS, AND COMPOUNDS
Chemical Compounds
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• identify and write chemical
formula of common
compounds (307-16)
-define compound
-identify whether a simple
compound is ionic or
molecular (covalent).
-identify that a compound
is represented by a
combination of element
symbols known as a
chemical formula, which
indicates the proportion
in which the elements are
present
Students should know that ionic compounds are typically formed
between metals and nonmetals (e.g. CaCl2) while molecular
(covalent) compounds are formed between nonmetals only (e.g.
H2O2).
Students are not expected to learn how ionic and molecular
compounds are formed at the atomic level. This will be addressed in
high school Science.
Students should understand that compounds are represented by
chemical formulas that indicate the ratio of elements present. For
example, in one molecule of water (H2O) there are two atoms of
hydrogen and one atom of oxygen. Other examples of appropriate
chemical formulas to explore would be methane (CH4), carbon
dioxide (CO2), calcium carbonate (CaCO3), propane (C3H8), and
sodium chloride (NaCl). Using a periodic table, students should be
able to identify the number and type of atoms represented in simple
ionic and molecular compounds. Students are not expected to be able
to identify the types or numbers of atoms present in compounds that
contain multiple polyatomic ions (e.g. Ca(NO3)2, (NH4)2S, etc) since
their chemical formulas include brackets and subscripts.
Teachers could provide a list of compounds requiring students to
identify the name and ratio of elements present in each compound.
This activity would also to help students become more familiar with
the Periodic Table.
-list chemical formulas for
some common chemical
ionic compounds. Include:
(i) table salt or sodium
chloride (NaCl)
(ii) calcium carbonate
(CaCO3)
(iii) Sodium hydroxide
(NaOH)
90
Students should be able to recognize the chemical name for these
three ionic compounds when given the name and vice versa. Teachers
could indicate that students will learn the rules that govern the
naming of these and other ionic compounds when they high school
Science.
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Chemical Compounds
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Performance
• Perform a skit to show the difference between ionic and
molecular (covalent) compounds. (307-16)
ST pp. 72-75
BLM 1-28, 1-29, 1-31
ST p. 82
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
91
ATOMS, ELEMENTS, AND COMPOUNDS
Naming Chemical Compounds
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• identify and write chemical
formula of common
compounds (307-16)
92
(continued)
-name simple ionic
compounds
Teachers should provide students with opportunity to name simple
ionic compounds using IUPAC rules when given the chemical
formula (e.g. K2S is potassium sulfide). Students are not expected
to name compounds containing multivalent metals (e.g. Fe2O3)
or polyatomic ions (e.g. MgSO4) with the exception of calcium
carbonate (CaCO3) and sodium hydroxide (NaOH). Students are not
expected to be able to write chemical formulas for ionic compounds.
-list chemical formulas for
some common chemical
molecular (covalent)
compounds. Include:
(i) sucrose or table sugar
(C12H22O11)
(ii) carbon dioxide (CO2)
(iii) methane (CH4)
(iv) water (H2O)
Students should be able to recognize the chemical name for these four
molecular compounds when given the name and vice versa. Teachers
could indicate that students will learn the rules that govern the
naming of molecular compounds when they do high school Science
-name simple molecular
(covalent) compounds
Teachers should provide students with opportunity to name simple
molecular compounds using IUPAC rules when given the chemical
formula (e.g. SO3 is sulfur trioxide). Students are not expected to
write formulas for molecular compounds.
Students should recognize that some molecular compounds (such as
those listed) have common names. Common names arise because a
substance is in everyday use or because it has been around for a long
time and are in everyday usage. Most substances with common names
pre-date the IUPAC naming system.
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Naming Chemical Compounds
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Paper and Pencil
• Create cards to use in a “Go Fish” activity where you will match
the names to the compounds. (307-16)
• Complete the following table (307-16).
Compound
Name
Chemical
Formula
Table Salt
NaCL
C12H22O11
CO2
C3H8
H2O
CaCO3
Sugar
Carbon Dioxide
Propane
Water
Calcium
Carbonate
Element
Names
Number
of Each
Element
ST pp. 80-82
BLM 1-32, 1-33
ST p. 83
BLM 1-32
Performance
• Participate in a “Quiz-Quiz-Trade” activity (see Appendix B).
Using the chemical formula of a compound, students take turns
asking partners to name the compound from the formula. (30716)
ST pp. 86-89
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
93
ATOMS, ELEMENTS, AND COMPOUNDS
Changes in Matter
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• describe changes in the
properties of materials that
result from some common
chemical reactions (307-13)
-distinguish between
physical and chemical
changes
-recognize that chemical
changes produce new
substances (elements or
compounds), but physical
changes do not
-list examples of physical
and chemical changes.
Include:
Physical
i) change of state
ii) cutting
iii)dissolving
Chemical
From previous experience, students may have an understanding that
chemical change means that a new substance has been formed.
To help students better appreciate what is meant by a “new
substance”, teachers should relate this back to the atomic level.
For example, during rusting, atoms of iron and atoms of oxygen
chemically combine to form something new (i.e. rust). Teachers
could also relate this back to the concept of elements. All substances
on Earth consist of elements, whether they are comprised of pure
elements such as iron or chemical combinations of elements (e.g.,
iron and oxygen in the compound we commonly call rust).
Teachers should remind students of their observations from the core
lab (and possibly Activity 1-2A) in which they observed chemical and
physical properties of some substances. Students should be aware that
chemical changes are the result of the substance’s chemical properties
(i.e., if a substance has the chemical property of being able to burn,
the act of burning is the chemical change that we observe).
Teachers could use a worksheet containing applications which
students have to classify as chemical or physical changes. For
example, the darkened ring formed around the top of a ketchup bottle
(chemical change). Creating a fog effect at a dance by subliming dry
ice (physical change).
i) corrosion
ii) fruit ripening
iii)combustion
-list evidence that a chemical
change may have occurred.
Include:
(i) heat is produced or
absorbed
(ii) a new color appears
(iii) a precipitate is formed
(iv) a gas is produced
(v) process is difficult to
reverse
94
Teachers could note that when heat is produced in a chemical
reaction, light and/or sound is often also produced.
Teachers could refer back to Activity 1-2A: Bag of Change as a
reference point for the evidence for chemical change. In Activity
1-2A, heat is produced, gases are formed, and a color change
occurred from blue to green to yellow. Students could investigate the
reaction between magnesium and acid by carrying out activity 3-3A.
In this activity students will see the gas bubbles form and will be able
to see that the gas formed (hydrogen) has different properties than
the original materials. They will also see a black precipitate formed
(magnesium chloride) and feel a temperature change as the acid
reacts with the magnesium metal.
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Changes in Matter
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Presenation
• Create a poster or collage of physical and chemical changes (30712, 307-13)
Journal
• Describe a physical or chemical change that you have taken part
in today. (307-12, 307-13)
ST pp. 86-94
Performance
• Participate in a “What Am I?” activity. Each student is given a
type of change. Students pair up try to identify the type of change
that their partner presents to them. They then switch cards and
move on to a new partner.
• Participate in a “Quiz-Quiz-Trade” activity (See Appendix B).
Using the type of change, students take turns identify the type of
change that their partner presents to them
• Students create a visual presentation of physical or chemical
changes that occur in their everyday lives.
Paper and Pencil
• Classify each as a chemical or physical change. (307-12, 307-13)
Situation
1. Ice melting
2. Roasting marshmellows
3. Baking cookies
4. Fireworks
5. Slicing an apple
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
Physical or Chemical
Change
ST pp. 88-89
95
ATOMS, ELEMENTS, AND COMPOUNDS
Evidence of Change in Matter
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• describe changes in the
properties of materials that
result from some common
chemical reactions (307-13)
(continued)
-list evidence that a chemical
change may have occurred.
Include:
(i) heat is produced or
absorbed
(ii) a new color appears
(iii) a precipitate is formed
(iv) a gas is produced
(v) process is difficult to
reverse
-recognize that during
a chemical change,
elements are conserved but
compounds are not
Teachers should emphasize these observations do not conclusively
indicate a chemical change. Rather, this evidence supports the
possibility of a chemical change. Many physical changes may fit one
or more these categories. For example, while watching water boil, at
least two pieces of evidence for a chemical change may be observed
(i.e. absorbing heat and producing a gas). However, this is not a
chemical change. Also, some chemical reactions are easily reversible
(equilibrium reactions) while many physical changes are not easily
reversible (shredding paper, sanding down wood).
Students could try to identify physical changes which involve
evidence that may suggest chemical changes. For example, when
opening a bottle of pop, bubbles/gas appear. This is a physical and not
a chemical change. If an ice sculpture melts, the change is not easily
reversible, yet it is a physical change. In the case of pH indicators, the
colour change may be easily reversible, yet it is a chemical change.
Possible leading questions to initiate classroom discussion could
include: “Are there examples of changes that are not easily identified
as chemical or physical?”, “What does it mean when you say a new
substance is formed?”, and “Can you always tell when a substance
is different from the starting material?” Students should be aware
that the theoretical definitions are more clear cut than operational
definitions.
It is not necessary to discuss chemical reactions and reaction types.
Teachers should provide an analogy to ensure students understand
that elements are rearranged during a chemical change. For example,
a teacher may choose to provide a set number of legos of different
colours such as 20 blue, 8 white, and 10 red to groups of students.
Teachers may ask students to use the legos to construct an object.
When constructed students can compare the different objects. If each
colour lego represents a different element, each group of students will
likely construct a different object (which represents a compound).
Students should come to the understanding that the same number
and type of elements can sometimes produce different compounds.
Teachers can ask each group to disassemble their construction and
make another object. This process is analogous to a chemical change/
reaction in which elements are arranged to form new compounds.
96
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Evidence of Change in Matter
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Performance
• Students will have the opportunity to view a number of
illustrations that depict both chemical and physical changes.
They must identify the type of change for each. If the change
is identified as chemical, they must provide evidence for their
choice. If it is identified as a physical change, they must state the
type of change and whether energy is being added or removed.
(307-13)
ST pp. 88-89
Journal
• While boiling water you add heat and the water bubbles. Is this a
physical or chemical change? Discuss. (307-12, 307-13)
ST pp. 88-94
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
97
ATOMS, ELEMENTS, AND COMPOUNDS
Evidence of Change in Matter (continued)
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• use tools and apparatus safely
(209-6)
• identify new questions
about physical and chemical
changes that arise from
investigations (210-16)
• organize data using a format
that is appropriate to the task
or experiment (209-4)
• determine, where possible,
if the change in a material or
object is physical or chemical
based on experimental data
(210-11)
98
Core Laboratory Activity: Observing Changes in Matter
The laboratory outcomes 209-4, 209-6, 210-11, 210-16 and, in part,
307-13 are addressed by completing CORE LAB 3-3C “Observing
Changes in Matter.”
Students should note that the lithium ion (Li+) should burn with a red
flame, while the calcium ion (Ca2+) should burn with an orange flame.
It is important that students make good observations of the flame
colors produced from the known samples to produce a standard for
comparison.
Students should not leave the wooden splints in the flame too
long because the wood will catch fire and the resulting flame will
prevent them from observing the colors due to the various ions
present. Students should be instructed to hold the wooden splint in
the fire for 2 or 3 seconds and observe the color that is immediately
apparent. Teachers may substitute wooden splints with nichrome wire
containing a small loop at the end.
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Evidence of Change in Matter (continued)
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Core Lab #4: Observing
Changes in Matter
ST pp. 92-93
TR 1-52, 1-53
TR AR 3, 5, 11
TR AC 4, 7, 8
BLM 1-18
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
99
ATOMS, ELEMENTS, AND COMPOUNDS
Chemistry in Everyday Life
Outcomes
Elaborations—Strategies for Learning and Teaching
Students will be expected to
• provide examples where
knowledge of chemistry has
resulted in the development
of commercial materials.
(111-1)
• explain how society’s needs
can lead to developments in
chemistry (112-3)
• analyze the design of a
technology and the way it
functions on the basis of its
impact on their daily lives
(113-4)
• make informed decisions
about applications of science
and technology, taking into
account environmental
and social advantages and
disadvantages (113-9)
The CORE STSE component of this unit incorporates a broad range
of Grade 9 outcomes. More specifically, it targets (in whole or in
part) 111-1, 112-3, and 113-1. The STSE component “Plastics and
Modern Life” can be found in Appendix A.
Students should be are aware of some of the many ways in which
chemistry affects or is involved in their everyday life. Medicines,
make-up, suntan lotions, clothing, building materials, fertilizers,
petrochemicals and their derivatives could be explored. For example,
digitoxin is a chemical extracted from a native Newfoundland and
Labrador flower called foxglove, which is used for heart attack
patients. Another example of chemistry in their daily lives relates
to many household cleaners. Students could be made aware of the
danger of mixing bleach and toilet bowl cleaner resulting in the
production of poisonous chlorine gas.
Students could conduct research on how specific products are made
through various chemical reactions.
Students could refer students to the “science watch” feature of
chapter 3 of the student textbook for some examples of common
substances that are produced from various reactions of chemicals
found in petroleum.
Students could conduct research on the development of more efficient
and cost-effective ways to extract aluminum from various ores.
Students could also research how materials such as nylon and oilbased rubbers were developed and produced.
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GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
ATOMS, ELEMENTS, AND COMPOUNDS
Chemistry in Everyday Life
Suggested Assessment Strategies
Resources
www.gov.nl.ca/edu/science_ref/main.htm
Core STSE #2: “Plastics and
Modern Life,” Appendix A
GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE
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ATOMS, ELEMENTS, AND COMPOUNDS
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GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE